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The first objective of our project was: to promote sustainable development through exchanges of practices, visits to sheep and chicken farms, maintenance of the city's green spaces and animal welf...

The first objective of our project was: to promote sustainable development through exchanges of practices, visits to sheep and chicken farms, maintenance of the city's green spaces and animal welfare. We then thought it would be interesting to think about inclusion with animals and openness to the world through the end-of-cycle Moral and Civic Education program. Finally, work on language learning through livestock-related professions. Our two establishments seemed geographically opposed, but they enriched each other. Our fundamental priority has been: our shared values, our civic engagement and our participation. In addition, our college is isolated, in a white zone, students do not have the opportunity to practice other languages ​​outside of classes, to discover other cultures and to share their knowledge. Openness to the world and to others was quite simply the strong point of this exchange. Another main objective for us was to create a clash of cultures (rural VS urban) between these two colleges that were completely opposed.

As said previously, to meet our objectives we had very specific ideas such as: welcoming learners into the rural world (real life on the farm), organizing visits which allowed them to discover the respective geographical sectors and their specificities in relation to the objectives. In France, Spanish middle school students were able to appreciate geology such as the discovery of the Bozouls canyon site, geography, history such as the discovery of the cities of Toulouse, Albi and Rodez, art with the Natural History Museum, the Toulouse Lautrec museum, the environment with the crossing of the Larzac by rail bike, and agriculture thanks to the visit to the farm. In Spain, the week focused on preserving the capital's ecosystem through games and guided tours of Retiro Park, the Temple of Debod and historical and artistic heritage. The transversal knowledge acquired in class to prepare for theequivalent o the "GCSE" certificate was put to good use in particular at the Prado Museum in front of the works of Goya, El Greco and Velázquez. Still in Toledo, a city of three cultures, the students were able to refocus on their research and the lessons previously carried out.

The students were proud to introduce and welcome the sheep. This exchange allowed the students to bring together their ignored skills to build an enclosure for the sheep. All the fencing, the shelter, the water troughs etc. were imagined, ordered, collected and put in place by the students. The first pickets were planted on their second day in France. In addition, some students had difficulty expressing themselves in language classes and did not always find interest in learning. By carrying out this exchange, they realised that languages ​​and travel were not only important for learning but also for growing. A travel diary was distributed to them, to the French, before leaving for Madrid and it had to be returned one month after the trip and noted (counting for the third trimester, a page by page guide was given to them.Their progress was verified in class during oral expressions, the students were more comfortable and motivated to speak without fear of making mistakes. Some students changed their academic orientation, did their oral presentation of the GCSE on the Erasmus project or in Spanish and others decided to go back this summer to see their correspondent or wish to prepare a bachibac, or pass the Cervantes certification.